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The aim of this paper is to explain online different tools for Teaching Learning Philosophy to design additional courses in engineering education to fill the gap in academia and industry by practicing of Survey done for Faculty Members as well as Students. Continuous learning is key for excellence of human kind and education is foundation of a successful nation. Hence India's National Education Policy (NEP-2020) focuses on designing multidisciplinary higher education and improvising current teaching approach by emphasizing on use of blended Teaching-Learning Philosophy (TLP). Due to COVID-19 situation around, in this crisis educators and students moved towards contactless approach of learning without physical interaction. Hence various different tools come into the picture to provide online education. We are studying all the tools so that we will design add-on and bridge courses for students which will help to increase their chance at getting placed in good companies. This paper will highlight such tools which are being used by Vikrant Institute of Technology and Management for conduction of TLP smoothly as well as further actions on how to conduct add-on and bridge course in institute. [ABSTRACT FROM AUTHOR]

The historiography of education in South Asia has been held back by a semantic focus on institutions and policy. This article aims to widen the definition of ‘education’ by examining the transition pre-colonial forms of learning underwent during the period of state formation in early modern India. It explores particular communities of learning which straddled the Mughal and early British periods, the educational economy of pen and paper, and the role subordinate pensmen played in supporting both the late Mughal and early East India Company's empires in their agrarian reach into the Indian economy. Lowly, clerical castes served as pillars for the Company in enacting revenue settlements as they had under a wider Mughal political culture. The importance of the skills of paper management and accountancy were accelerated by British interests and provided the seeds for the emergence of not only the structures of north Indian education, but also some of the mid-nineteenth century colonial state's own forms of modern state organization. [ABSTRACT FROM PUBLISHER]

The National Education Policy promotes moving from the conventional content-heavy and memorization learning practice towards holistic learning/integrated learning. It imparts a creative and multidisciplinary curriculum that focuses equally on curriculum and assessment. All educational establishments assess students using written examinations, quizzes, seminars, term paper writing, and course projects. A semester typically includes 4-5 courses, and students must earn credits for these courses by scoring a good Cumulative Grade Point Average (CGPA). As course projects offer depth knowledge/holistic learning/lifelong learning of a course for the student, many courses include course projects as one of the activities in the course. If all the courses are intended to include course projects as a mandatory pedagogy, it will be difficult for students to acquire in-depth knowledge and required skills while also dealing with stress. So we are proposing an integrated learning framework by applying the theory and practices of two core courses- Software Engineering and Web Technologies to develop a web application. This integrated learning focuses on developing software development and software testing skills in computer science for undergraduate students pursuing a bachelor of engineering degree. This framework alleviated the pressure on students during placement and created job opportunities in software development. The framework consists of three important phases- The first phase includes the identification of the problem as a need for customers, writing requirements and analyzing the same. Students apply modular design principles and break down the codebase into distinct modules. This technique enhances code organization, reusability, and maintainability. The second phase focused on developing the front end by harnessing the power of Angular, a leading web framework, to craft a sleek and interactive user interface. The backend is built using Node.js, which serves as the foundation, enabling the software system to cater to highperformance server environments. These modules communicated seamlessly through well-defined APIs, facilitating the integration of various components within the application, ultimately delivering a seamless and responsive user experience. An industry expert conducted a workshop on Angular This paper was submitted for review on Sept 10, 2023. It was accepted on Nov, 15, 2023. Corresponding author: Padmashree Desai, Department, K.L.E. Technological University, Karnataka India. Address: Hubblii-580031 (e-mail: padmashri@kletech.ac.in). Copyright © YYYY JEET. and React to get hands-on experience. The third phase focused on software testing using appropriate testing tools such as Selenium, Jmeter, TestComplete and Appium to test the web application. A software testing workshop was conducted for students by industry experts to expose the students to designing test cases, test plans, and testing strategies. The hands-on experience on testing tools was provided during the workshop. Faculty reviews are conducted on each phase, and rubrics-based assessment is done on each phase. Approximately sixty teams created web-based applications for real-world scenarios. Positive aspects of the framework in feedback indicated that more than 87% of the students agreed that they could apply Software engineering principles and practices such as requirements management. modular design and testing in web applications. Also, more than 85% of students acquire skills from code-to-web design mastery by developing web applications in Angular Node.js and backend implementation. This framework helped to improve teamwork, presentation and communication skills. Confidence in software development improved to a greater extent. The design and implementation of the framework met the stated outcome of the courses. The student's academic performance improved by 10% compared to the previous year when students were not involved in the integrated project development. [ABSTRACT FROM AUTHOR]

In architectural education, informal interaction spaces play a significant role in experiential learning, allowing adult learners more flexibility and freedom. In India, the significance of these spaces has been heightened by the National Education Policy (NEP 2020) formulated by the Ministry of Human Resources, Government of India, which aligns with the activities promoted in educational institutes' informal interaction spaces. This research paper explores the role of informal interaction spaces in enhancing student-centered learning in architecture schools, presenting best practices for their design and utilization. The study employs mixed research methods, including literature review, case studies, and interviews, to gather perspectives from learners and instructors. The case study reveals a strong positive correlation between the percentage of informal interaction space and the learning outcomes of students. In addition to identifying challenges in informal interaction spaces, including interference and design issues, the literature study and respondents' views associate the crosscultural discussions happening in these spaces with academic learning, life skill enhancement, and the development of collaboration skills, establishing their significance in facilitating effective and student-centered pedagogy. Varied preferences of respondents regarding design criteria to be adopted in designing informal interaction spaces emphasize the need for adaptable designs that cater to diverse student needs regarding placement, visual connection, and amenities. The conclusions underscore the multifaceted impact of these spaces, providing valuable insights for their refinement and contributing to ongoing discourse in architectural education. [ABSTRACT FROM AUTHOR]

This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India's recent National Education Policy 2020 (GOI, 2020). Rooted in India's existing educational language policy, our linguistically inclusive 'Languages for Learning' (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to foster equity and also to ensure first language support and cognitive independence. Before presenting the framework, we critically review the multilingual policy guidance offered in NEP 2020, then lay out a theoretical foundation for the LFL framework based primarily on current translanguaging theory, and also discuss the history of India's much maligned three-language formula (TLF), which forms the core of language policy in India. The framework itself is presented with reference to specific contextual challenges in India that may also serve to indicate its relevance for other multilingual contexts around the world. As such, the LFL framework is offered as a more multilingually-appropriate alternative to the reductive construct of 'Medium of Instruction', which itself originates in the monolingual habitus of historically outdated language-in-education policy theory. We invite critical evaluations of the utility of our framework, both for India and other multilingual contexts. [ABSTRACT FROM AUTHOR]

The increasing youth population of India requires high-quality educational opportunities to shape their future. It is the urgent need to design education policy which provides the key to scientific advancements, national integration and economic growth to ensure India's continued progress globally. Thus Ministry of Education of Government of India passed National Education Policy (NEP) in 2020 and thus Directorate of Technical Education of Government of Maharashtra decided to design and implement the curriculum in all autonomous Higher Educational Institutes (HEIs) with effect from academic year 2023-24. This paper describes the implementation of Electronics and Telecommunication engineering curriculum structure at the department of Electronics and Telecommunication Engineering of Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, India. Author has summarized components of different categories mentioned in Government Resolution of Government of Maharashtra on NEP 2020 as well as AICTE Model curriculum and compared the category wise credits suggested by both. The author further highlighted the courses and credit requirements to get Honors, Double Minor, Honors with Research degrees for gifted students and multiple entry multiple exit for students facing obstacles in their learning path. The designed curriculum has ensured the multidisciplinary and holistic education and is in line with NEP 2020. [ABSTRACT FROM AUTHOR]

The National Education Policy (NEP) 2020 is a comprehensive agenda that goals to transform the Indian education system to meet the challenges of the 21st century. It introduces several innovative approaches to enhance the quality and inclusivity of education. This research article explores the awareness of first year students in India regarding the NEP 2020. This research article investigates the awareness of students in India belonging undergraduate regarding the National Education Policy 2020 (NEP). The study aims to understand the level of awareness, perception, and engagement of students, who are the stakeholders in these respective groups with the NEP 2020. Primary data was collected by using a structured research instrument through Google forms & analysis was done through basic percentage analysis, bivariate U test keeping in mind the results of data normality along with Association and Reversion analysis. The findings provide insights into the awareness gaps and varying levels of engagement across the different educational levels, offering valuable implications for policymakers and educators to effectively implement the NEP 2020 reforms at each stage of education. This article presents the exact structure of NEP2020 for degree student, awareness about the NEP2020 in first year students and difficulties faced by students while accepting NEP2020. [ABSTRACT FROM AUTHOR]

Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring's implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring's negative outcomes. [ABSTRACT FROM AUTHOR]

Developments across the board require an educational backup which requires a robust educational system. The last 50 years have witnessed big leap transformation of applications supported by advancements in science and technology. Even today due to the fast advancement it is difficult to evaluate how usage shapes up in the near future. This requires an upgraded educational structure to cope with the challenges. India has over 1/sixth of the human force representation on the global map and it should contribute strongly to the global development in sync with the human force representation on earth. India responded slowly to the upgradation gap in the education policy and came up with a new one after a gap of 34 years. The new National Education Policy (NEP) 2020 of India provides a comprehensive framework from primary education to higher education, vocational & technical education and a new paradigm of internet‐based e‐leanings. Five founding pillars of this policy (i.e., Access, equity, affordability, accountability, and quality) have been considered to build the new education system of India to create a perfect harmony with the principles of United Nations (UN) 2030 agenda for sustainable development. However, the successful implementation of this policy requires a significant structural overhaul in the Indian education system. This paper provides insights into various contours of NEP 2020 and how it aligns with the UN Sustainable Development Goals (SDGs) 2030 targets. This paper looks at how India should step up with caution to achieve the objectives. The paper presents some major loopholes and execution challenges that need to be addressed to truly foster "quality education for all" with the objective of providing value to the globe. [ABSTRACT FROM AUTHOR]

This paper traces the location of the principles of India’s Right of Children to Free and Compulsory Education (RTE) Act, 2009, in the country’s most recent National Education Policy (NEP) 2020, and the documents leading up to the policy. It draws on the capability development approach and critical theory that facilitate understanding education as a fundamental right, moving beyond the narrow understanding of education as a mere instrument for the global economy. It also draws on global education policy literature and critical policy analysis lens to examine the assumed policy rationality. Based on a qualitative document analysis the paper argues that the policy does not demonstrate a commitment to the ideas of public-funded elementary education, child-centered democratic learning environment, and bridging the gap between equity and quality. The recommendations signal a further dilution of the RTE mandates. The policy statements and linguistic choices show an allegiance to neoliberal discourses reflecting the influence of global education policy transfer without systematic consideration of the realities of Indian school education. This approach indicates a missing link between the policy aims and social justice, that does not bode well on the educational rights of the marginalised children. [ABSTRACT FROM AUTHOR]

This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are 'low-fee' when judged in relation to state per capita income, per-pupil expenditure in the government schools, and the officially stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence. [ABSTRACT FROM AUTHOR]

Libraries play a crucial and multi-faceted role in the implementation of the New Education Policy (NEP) of 2020 in higher education in India. They function as hubs of knowledge and are instrumental in supporting the educational goals outlined in the NEP. This article examines the intricate and significant part that libraries play in the effective execution of the NEP, specifically within the context of NEP 2020. It discusses how libraries can promote access to diverse knowledge resources, encourage research, and foster critical thinking skills among students. By utilizing the potential of libraries as centers of learning, higher education institutions can establish a more inclusive and just learning environment according to the NEP's vision. The primary focus of this study is to comprehensively elaborate on the multi-faceted involvement of libraries, including the active promotion of digital literacy, cultivation of research efforts and innovative initiatives, and facilitation of an all-encompassing and impartial approach to acquiring information for all segments of society. The article notes that libraries can contribute to the promotion of digital literacy, which is a critical aspect of the NEP. As the use of digital technologies in education increases, libraries play a vital role in providing access to a wide range of digital resources, such as ebooks, online databases, and various digital learning materials. They can provide instructional guidance and assistance to both students and faculty members on the effective use of digital tools and platforms, leading to a significant improvement in their digital literacy skills. Libraries also offer access to a vast array of scholarly resources, including academic journals, research papers, and books. This accessibility empowers students and faculty members to engage in significant research endeavors. They also provide guidance and direction for conducting literature reviews, accessing relevant research databases, and keeping up with the latest developments in various disciplines. Therefore, libraries serve as collaborative spaces for interdisciplinary research and innovation, facilitating knowledge sharing and networking among students and faculty members, which is essential for NEP 2020. This research emphasizes the expected academic roles of libraries in enhancing all educational programs and proposes specific strategies to improve their functions. Previous literature is combined with qualitative research data from semi-structured interviews with 125 faculties, including Professors, Associate Professors, and working librarians from four universities associated with higher education institutions. Questionnaires and interview tools were used to explore the relevant data collection instruments. [ABSTRACT FROM AUTHOR]

Accounting education today not only requires upgradation of curriculum but also trained and qualified teachers, proper facilities to nurture the growth of the students and development of relevant skills. Therefore, gaps in four aspects, namely, the faculty and teaching methods, curriculum, facilities provided in the institutions and skills imparted in the institutions, have been identified exclusively from the students’ point of view. Chi-square anaysis is used to test the association between the type of institution and the perceptions regarding various aspects of accounting education. The paper highlights the highest gap that exists between the perceptions and expectations of students and the skills imparted in institutions. Further, it is found that there is no association between the type of institutions and the gaps in skills. All types of institutions are found to be lacking in providing training or imparting skills. [ABSTRACT FROM AUTHOR]

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The government of India has initiated an ambitious reform of the education system in the country with the National Education Policy 2020. This marks the third education policy post-independence, aimed at ensuring inclusive and equitable quality education for all. The latest policy promises a revamp of the Indian education structure by formalizing pre-primary schooling, promoting multidisciplinary learning, academic freedom, and creating a more comprehensive, liberal, choice-friendly, and job-oriented education system that aligns with global standards. This paper briefly examines the major changes proposed in the policy for primary education and assesses the extent to which the Indian education system can adapt to fulfil the policy recommendations, given the prevailing socio-economic conditions in the country. This study highlights the hindrances to implementing the National Education Policy 2020 in India, including socio-economic challenges, health and digital access issues. It emphasizes the need for political will, investment in infrastructure and teacher capacity building, collaborative efforts, and careful consideration of potential risks to ensure the policy's success and avoid harm to future generations and society. [ABSTRACT FROM AUTHOR]

Purpose: Given that the policy is rather comprehensive and detailed, this paper aims to identify some of the key features and discuss the mechanisms by which the benefits of the policy might reach all sections of society. Design/methodology/approach: In this paper, we analyse India's new education policy (NEP) and discuss how it might impact education and employment in India and the neighbourhood. Findings: This paper believes that the NEP (2020) is likely to alter the educational landscape of India and make education accessible to all sections of society. In addition, the impact of this bill will be felt in the Indian workplace. Research limitations/implications: This paper would urge the policymakers, educationists and corporate leaders to conduct research on the benefits of the NEP in two phases. In the short run, they could study the implementation – in the long run, all three stakeholders should track the changes in the quality of graduates being produced as a result of the new policy. Originality/value: This is the first known critique of the NEP (2020) written by five Indian-origin academics and practitioners, offering insight into the policy for scholars and practitioners. [ABSTRACT FROM AUTHOR]

In India, the National Education Policy 2020 recommends ensuring universal access to high-quality early childhood care and education for children aged 3–6 years by 2030. Using the 75th round of National Statistical Office data (2017–2018), this paper analyses the regional and socioeconomic inequalities in access to pre-primary education. Also, we investigate the specific role of households' economic status and educational attainment in explaining these inequalities. We find considerable regional (rural/urban) and socioeconomic inequalities in access to pre-primary education in India, with girls and children belonging to historically disadvantaged social groups (scheduled castes and scheduled tribes) less likely to attend early childhood education, particularly in rural areas. We find that a substantial portion of the rural–urban gap in access to pre-primary education can be removed by controls for households' economic condition and household head's educational status. In addition, we find gender and socioeconomic inequalities in the household investment in early years education. These findings highlight the need to put policy efforts and commitments to reducing barriers to accessing pre-primary education for children in disadvantaged conditions in India. [ABSTRACT FROM AUTHOR]

This paper provides estimates of returns to education by nature of employment by gender from 1993–94 to 2017–18 and also separates returns from vocational and general education in India. The paper addresses the sample selectivity issue arising from the endogenous choice of employment status in a Mincerian wage earnings equation using the multinomial-selection approach. The study found positive and incremental marginal returns with levels of general education accruing on self-employed workers, both male and female, albeit with a huge gender wage gap. The graduate level of education renders high returns for both male and female self-employed workers. On the other hand, vocational education and training (VET) is found to be beneficial only for self-employed men and not for self-employed women. Given the insignificant returns to VET for women, it is uncertain how women may benefit from the reforms in vocational education brought about through the National Education Policy (NEP) 2020. Unless there is a significant expansion in skilled jobs, no amount of policy reforms towards developing skills of labour force would fructify. [ABSTRACT FROM AUTHOR]

Service-learning as a pedagogy has been widely adopted by higher education institutions as it enables students to apply learning from the classroom to real-world experiences in the community. This pedagogy has especially become prominent in undergraduate engineering courses as students are provided opportunities to partner with community members and develop technological solutions aimed to solve the real-time challenges in the community. The number of service-learning experiences has been increasing in India in the last decade as the government of India has also launched Unnat Bharat Abhiyan, a national level program that encourages higher education institutions to partner with rural villages and become a part of socio-economic transformation. All of these efforts are also aligned with the National Education Policy (NEP) 2020 of India, which emphasizes the need for the Indian education system to nurture the young generation into moral and civil citizens who later transform to become agents of change working towards the development of the country. The NEP also recommends changes in the pedagogy to make education more experiential, inquiry-driven, and meaningful. With the implementation of NEP 2020, we expect many higher education institutions, especially engineering, to adopt and integrate service-learning experiences into their curriculum. In this paper, we provide a conceptual analysis of engineering project-focused service-learning experiences and analyze the potential learning outcomes students can attain through the process. We also align the various learning outcomes with the engineering graduate attributes recommended by the National Board of Accreditation (NBA) in India. The goal is to highlight how learning outcomes from service-learning experiences can be mapped to all the twelve graduate attributes recommended by NBA, thus making service-learning a very relevant pedagogy for engineering education. [ABSTRACT FROM AUTHOR]

The paper examines the potential for the EU to act as a leading actor in internationalization of higher education area based on the case of India – one of the largest higher education national systems, which has been in a process of massification and transformation. Based on the general framework of strategic cooperation between the EU and India, the paper looks at the EU’s strategies and instruments for cooperation in the area of higher education, considers the current picture and identifies enabling factors for intensification of this cooperation. It raises the question of whether the EU can go beyond bilateral relations between higher education institutions and become a collective driver of higher education cooperation between India and the European Higher Education Area, and what the barriers and challenges in developing the external dimension of the EU’s higher education policy are. [ABSTRACT FROM AUTHOR]

The education system is the backbone of the development of any country and the policy for the education system matters a lot. Every few decades, education policies are typically updated. In the wake of the issues brought on by the Covid-19 pandemic, the Government of India's National Education Policy (NEP 2020) was a welcome change and a piece of fresh news. It comes back after a gap of almost 3 decades with major changes. The NEP 2020 news came as a complete surprise for many. It is hailed as a step toward a more comprehensive, broad and futuristic education system that is designed to suit the needs of the current century's management educational needs in line with the Goals of Sustainable Development. The current paper aims to understand the impact of the New Education Policy on the teaching method of the faculties and teachers of management. [ABSTRACT FROM AUTHOR]

When English came to India as foreign language, little did people know that this language that this language of colonisers and exploiters would one day become the most commonly used medium for creative expression by natives. The beginnings of this language-transplant were quite humble, and the acceptance or appreciation of this western language held no charm for the culturally and linguistically rich country like India. But the language established itself in such a way that it became more Indian than any native language. One of the main factors responsible for the establishment of English as an autonomous idiom, was the choice of this language by our novelists writing in it, along with other factors like the education policies, the growing demand of information technology, mass media and world-wide-web. Indian English fiction served as the appropriate platform for experimentation, innovations, nativisation, Indianization, chutneyfication, and most importantly for establishing a unique unfeterred identitiy in the postcolonial world. With a history of more than hundred years, the strongly emerging Indian English fiction has found its identity as well as recognition, both national and international. For a wider reading audience inside and outside India, Indian English fiction has facilitated access to a body of modern and contemporary Indian literature. Impressed by its originality and scope, the Indian English fiction has become more and more familiar in the world, especially in the west that has always been baffled and intrigued, even fascinated by its 'Indianness'. The present paper aims at exploring the journey of Indian English fiction in the postcolonial world with a focus on the contributions made by Indian English novelists to Indian litearture in particular and the world literature in general. [ABSTRACT FROM AUTHOR]

Purpose: In the present era, research data is a concern for researchers, as they are trying to find new ways to communicate their research findings and conclusions to other researchers in order to increase visibility and credibility. BRICS nations are fast emerging economies and contribute significantly in research output. This study makes an effort to analyze and explore the role of BRICS nations towards open access research data repository registered with Registry of Research Data Repositories. Design/methodology/approach: The data were gathered from re3data repository, and the search was limited to BRICS nations. The data were further analyzed and tabulated as per set parameters, namely, country-wise distribution, types of contents, subject coverage and language diversity. Findings: The findings depict that in terms of strength, India has the highest number of data repositories, thereby achieved the first rank among BRICS nations, and South Africa has the least number of data repositories, whereas in terms of content type and subject coverage, India again is leading among BRICS nations. The English language is used by repositories as the main language of the interface. Practical implications: The study helps to understand the development of research data repositories by BRICS nations. The study is further beneficial to researchers, as Registry of Research Data Repository provides a single platform to access repositories from various disciplines. Readily available data saves time, money and efforts of researchers and helps the researcher in completing their research activity in a very short span of time. Originality/value: The paper has investigated open access data repositories of BRICS nation that has not been attempted earlier. This gives readers comprehensive overview of research data repositories developed in fast emerging economies of the global. The paper can be very helpful for information managers, OA promoters and education and research policy makers to devise plans and policy bearing in mind the evolving research channels in emerging economies. [ABSTRACT FROM AUTHOR]

Education promotes personal growth and fulfilment, as well as inspiring individuals to maximise their mental, physical, emotional, and spiritual abilities. Because education leads to economic and social advancement, a country's education strategy at the school and college levels must be well defined and futuristic. To make it effective, many countries use distinct education systems that take into account tradition and culture and adopt different stages of their life cycle at the school and college education levels (Aithal,S.2020). If subsequent governments can stay committed to the recently issued National Education Policy, it lays forth an encouragingly hopeful vision for the future. After considerable deliberation and two committees since 2014, the Ministry of Human Resource Development announced the New Education Policy. On July 31, 2020, the Ministry of Human Resource and Development (MHRD) issued the New Education Policy. Although the strategy has many beneficial aspects, the government's major problem is widespread implementation and achieving the desired learning results. The different changes from school to college level will be discussed in this paper as a result of the adoption of National Education Policy 2020. This study will also look at new platforms and strategies for instructors, which are part of the NEP 2020 goal. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to identify and prioritize a set of important attributes for school choice for millennial urban Indian parents. Analytic Hierarchy Process (AHP) was applied to data collected from seventy-five millennial parents from the National Capital Region (NCR) of India to identify their prioritization of attributes for school choice. The study found that millennial Indian parents consider the quality and reputation of the schools as the most important attributes for primary school selection for their wards, followed by the overall infrastructure of the school. Further, contrary to the existing literature, tuition fee received a lower attribute ranking, while location was the least important attribute. The findings suggest that lack of policy directive in the education sector has resulted in parents valuing the quality of schools in terms of reputation, infrastructure, etc. as more important attributes while ignoring travel time or tuition fees. The findings are expected to contribute towards helping academicians and practitioners to understand parental decision-making, more so from the Indian or developing country perspective. [ABSTRACT FROM AUTHOR]

The transgender community/communities (Henceforth, referred to as TGC) has been facing numerous hardships and challenges, which subsequently acts as a deterrent in their social, cultural and economic development. Education, which acts as an emancipation for all social evils is also quite very low for these communities. In this context, the paper seeks to understand the educational rights for the TGC in India. [ABSTRACT FROM AUTHOR]

This paper attempts to measure the extent of social exclusion in the realm of higher education in India, and some major states. Globalisation has made it imperative to usher in knowledge based development for India. Here the cause for concern is how all sections of population participate in the inclusive education process. Based on secondary data (Ministry of Human Resource and Development, Statistics of Higher Education), the paper analyses nature of progression of Scheduled tribe and Scheduled caste students towards achieving higher education in West Bengal, Bihar, Jharkhand and Odisha. The study confirms that the socially disadvantaged sections in West Bengal have made substantial improvement (vertically) in terms of access to higher education. The results are in affirmation with the point that the disadvantaged population has effectively utilized the reservations in higher education. The paper concludes that exclusion is inherent in Indian society without exogenous policy direction exclusion will persist. However efforts are required to analyse the quality dimension of higher education for the Scheduled Tribe and Scheduled Caste population. The short coming of this current research is the inability to assess the situation of dropouts in higher education and due to lack of data the placement situation of the eligible students in the job markets. [ABSTRACT FROM AUTHOR]

Background: The twenty-first-century learners can be termed as digital natives and therefore, any discussion on the pedagogies and curriculum must concentrate on integrating digital literacy skills and the teaching and learning materials must focus on the development of the technological intelligence of the learners. The principal apprehension for all the educationists and curriculum planners is how to transform and modify higher education for preparing the learners of this century to more effectively cope with the challenges of today's labor market. Purpose: The paper aims to answer two key questions facing higher educational educators are those of: (i) what is the present status of higher education in preparing the graduates with the necessary skills and competencies for 21st-century skills, and (ii) how can the present education system integrate the digital and technological intelligence in the curriculum?. Methods: Exploration of the current Indian higher education curriculum and critically analyzing the results of various studies conducted in a similar area and by analyzing newspapers, educational policies, public survey results, and literature regarding the trends and developments in the higher education academia. Results: This disposition visualized the possible challenges and suggests practical measures to solve the problems and demand for a new paradigm where there is symbiotic integration of digital literacy skills and technological intelligence is highlighted. Conclusion: There is a great need for updating and transforming the curriculum and pedagogic approaches in tune with the learning styles and demands of the learners. [ABSTRACT FROM AUTHOR]

The present paper traces the status of impostors in school education in India. Impostor syndrome describes psychological phenomenon when person cannot ascribe his/her achievements to his/ her efforts. Moreover, the paper assesses the level of fear of success among the adolescents which creates undue pressure on the students to excel and compete with their peers. The sole objective of the school educational system has turned out to be job oriented as the numbers of quality educational institutions are very less which ensures better career prospects for the students. A group of n = 140 high school students were chosen for the current study. The variables like, family background, gender, educational level, age etc do have relationships with impostor phenomenon and fear of success. The results of the study justifies the scenario wherein high achievement in comprehensive examinations is directly proportionate to fear of success as the high achievers demonstrated different values than the low achievers. The results also indicate that the students with fear of success have equal ability to achieve academically as well as in non- academic tasks. Moreover, the impostors show direct relationship with fear of success. The study proposes the need of more intervention programs and an educational policies which ensures multi-dimensional counseling programs to meet all the attributes of success/ performance fearing individuals. [ABSTRACT FROM AUTHOR]

The main challenges for education of disabled learners are identifying and serving these learners in India and raising the quality of education for them. While inclusion of children with disabilities into mainstream education has been challenging due to various policy constraints and gaps in implementation, the paper discusses how National Institute of Open Schooling (NIOS), India has designed various educational programmes to achieve the three important principles of education policy viz., access, equity and quality. Apart from it's in-built flexibilities offered by NIOS, wherein learners are provided with due flexibilities and opportunities to learn at their own pace and place to every group of learners through use of Media and ICT support both in academic and evaluation system, NIOS has also developed mechanism of providing learning material in Indian Sign Language at secondary level(10th class) and orienting parents and learners through Indian Sign language dictionary. The paper also raises the debate of importance of advocacy and collaboration with various deaf enabled organisation to promote the education of deaf and hard-of-hearing learners in the country. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the current state of Vocational Education & Training(VET) in India and its role in building capacities for new-age skills, especially at the Base of Pyramid (BoP). The primary objective is to identify the projected skill requirements of the country, the initiatives taken by the government/ other agencies and the explore the mechanism to plug the rising gap between the skill requirements and the initiatives by different agencies. The paper qualitatively investigates the key players involved in VET and the role of emerging technologies in bridging the skill gap. The futuristic technological interventions like Robotic Process Automation (RPA) using Indian languages is highlighted using a proposed model. The unique point of differentiation of the study is the proposed integrative model that attempts to weave-in the diverse stakeholders who encompass the eco-system of skill based vocational education and training for leadership at the BoP. [ABSTRACT FROM AUTHOR]

The changing scenario of higher education institutions due to industry demands, announcement of new education policy 2020 has given us a wakeup call regarding the competencies needed for the academic leadership. This paper attempts to identify the main competencies required for a leader in an academic scenario, the outcomes of the presence or absence of these competencies and the most preferred means of developing these competencies among the academic leaders in the current higher education context. The current paper has used Cranwell and Daly approach for studying the existing literature. The core academic leadership competencies identified based on the literature review are Personal capability, Interpersonal capability, Intellectual capability, Skills and knowledge, Administrative competencies, Competencies of social responsibility, Institutional competencies and Personal knowledge and Skill. And for the development of the same a systematic leadership development program needs to be developed to ensure academic leadership effectiveness in research universities. [ABSTRACT FROM AUTHOR]

A well-designed and futuristic educational policy is very much essential for a nation at different levels of education, since good education leads to economic and social progress of a nation. The education systems adopted by different countries differ by considering their own tradition and culture at different education levels to make the system effective. The Government of India recently has announced a new education policy, NEP-2020 based on the recommendations by an expert committee. However, there is a need for a specific plan to realize multi-entry multi-exit, experiential learning and multidisciplinary approach proposed in NEP-2020 for higher education in India, particularly Tier--II institutions. This paper proposes a framework enabling educational institutions to plan and prepare their curriculum ensuring various goals and objectives of NEP-2020. The proposed framework addresses the guidelines for Computer Science and Engineering programme and may be extended to other branches of Engineering. [ABSTRACT FROM AUTHOR]

Education is an important tool for development of an individual, society and for a country. Quality Education plays an important role in Sustainable Development of a country. Over a period of time, India has shown significant progress in increasing the overall literacy level. But, whether India is able to give quality education is a big question. The Sustainable Development Goal 4 “Quality Education” focus on the educational development of the country. To achieve quality education, India has to achieve the targets of Sustainable Development Goal 4. The Sustainable Development Goal 4 has 10 targets to achieve through various government schemes, New Education Policy (NEP) and with the assessment of NITI Aayog. This paper focuses on the progress and achievements of Quality Education in Indian States and Union Territories. [ABSTRACT FROM AUTHOR]

The New Education Policy 2020 is notified with an objective to place India as 'knowledge superpower' on the map of the global education providers. The new policy is overhauling the entire Indian education system which includes the primary, middle, high school and higher education. The embedded target of the policy is to make the Indian education competitive with the international education and attract foreign students and impart high quality education on par with the international institutions. Though India has taken some strategic initiatives and education policies pronounced earlier have paved way for qualitative education and liberal approach to the education sector, they have not accomplished the desired results. The General Agreement on Trade in Services (GATS) has facilitated and opened the education markets for the global players, and the institutions with quality products and services will only survive in the stiff competition. The new education policy has opened discussions and a road map for internationalization of education in India as part of compliance of GATS provisions. This paper provides discussion on the advantages and disadvantages of the internationalization of higher education and facilitating the educational institutions towards achieving the goals of the education policy. [ABSTRACT FROM AUTHOR]

The 21st Century is known for both technological innovations and pedagogical advancements in education and research. The credit directly goes to newly invented digital disruptions with exceptionally growing needs, known as MOOCs (Massive Open Online Courses). For a developing economy like India, quality higher education is a great asset for its social and economic growth. Access, equity, and quality are the chief concerns in successfully accomplishing the vision of Indian Higher Education. Positioned second in population; third in the education system; and emerging youth nation; India can reap the maximum benefits of MOOCs for catering varied and fast-changing educational needs of modern learners. MOOCs can help Education Policy 2020 fulfill its vision of providing qualitative education to its citizen. It needs total revamping of higher education through judicious mixing of technology and pedagogy through MOOCs. This research paper is descriptive in nature and evaluates the meaningfulness of MOOCs in higher education in India. Critically examines the potential of MOOCs, challenges, and future prospects with respect to access, equity, and quality concerns. [ABSTRACT FROM AUTHOR]

This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country's commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system. [ABSTRACT FROM AUTHOR]

This paper examines two common critiques of ethnic quota policies in government hiring and education: that they do not benefit the target group, and that any benefits are unevenly distributed within the target group. It focuses on the effects of educational and hiring quotas for Other Backward Class (OBC) castes in India, using difference-in-difference and triple difference designs that take advantage of the gradual introduction of these quotas. The results provide little support for these critiques: affirmative action is associated with small increases in educational attainment and government employment among eligible age cohorts, though the increases in government employment may be a result of other social and political trends. These benefits extend even to poorer OBCs (though not the very poorest), and increase the chances of social contact between uneducated OBCs and government officials. [ABSTRACT FROM AUTHOR]

The Right to Education Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. No person shall be denied a right to an education. In the exercise of any functions which it assumes in relation to education and to teaching, the State shall respect the right of parents to ensure such education and teaching is in conformity with their own religious and philosophical convictions. The education policy refers to programs and guidelines based on the purpose of the educational administrators, forming a plan on how to conduct learning for students. The National Education Policy (NEP) is a policy prepared by the government to foster education amongst the citizens of India. The policy develops the elementary education to college in both urban and rural parts of India. In spite of the Right to Education Act, Children in Conflict with Law are facing many challenges to reach to the education and school. The present paper is based on primary data. The study will focus on the challenges of getting education for Children in Conflict with Law in Pune city. Also the study will discuss on the current scenario of educational status of Children in Conflict with Law. [ABSTRACT FROM AUTHOR]

Education has always been regarded as the foundation on which the human resource potential can be fully utilized for productive purposes. Access to quality education is the best gift which can be given to the youth of any nation. In India, the National Education Policy 2020 (henceforth NEP) was introduced on July 20, 2020. It also marked a renaming of the Ministry of Human Resource Development as Ministry of Education. With the aim of transforming the nation into a vibrant knowledge hub, the NEP has many challenges and possibilities ahead and the present paper is a survey of the same. [ABSTRACT FROM AUTHOR]

This paper discusses the proposal, implementations and repercussions of the New Education Policy - NEP 2019 of India. There are many areas where we observe a very clear influence of the intellectual slavery or may be the cultural hegemony on the blue print of the NEP. The question of defining 'knowledge' and the 'knowledge system' also is very important to understand the correlation between Intellectual Slavery and the provisions of the NEP. Education Policy is a framework to educate students and enhance the potential of higher learning. In any policy, knowledge generation is its primary thrust. The Education Policy should either establish or create knowledge potential i.e. the "Act of Knowledge" is the core of Education Policy. However, the question always comes: How to define the act of knowledge. It is an academic exercise. It is said that an academic institution and all its stakeholders are very well placed by performing their pseudo duties and responsibilities. But it does not create the act of knowledge. It is a good confession on the part of the policymakers that there is a crisis in knowledge creation. [ABSTRACT FROM AUTHOR]

This paper examines the apparent internal coherence of a programme of agrarian development in India and the distortions and contradictions arising out of its practical implementation. Our object is to examine official policy with regard to tribal residential schools in India, known as ashram shalas. These schools represent an innovation and are different from the general type of day primary schools seen in rural India. In ashram schools, tribal pupils are provided free boarding facilities, together with free school uniforms, text books and other learning materials. These schools are expected to impart elementary education in areas which are remote and sparsely populated and where, on account of the geographic spread of the numerous hamlets, single teacher schools cannot be established. Our study is aimed at understanding official policy in the context of ashram schools, and at providing an arena for bringing to the surface the fundamental contradictions played out in areas of the school situation, specifically relating to: (a) the school organizational structure; (b) the teaching practice; (c) dropout; (d) school-community relations; and (e) area development. The paper is presented in two major parts: (a) the first section will try to relate the functioning of the ashram schools to how the state plans and administers schools with respect to access to them; (b) the second section examines the ashram school as a locus of a wider and general social problem of relating education to social economic and developmental purposes. [ABSTRACT FROM AUTHOR]

Medical education research (MER) aims to improve the practice of medical education by applying the theory of educational research. Internationally, medical education research has grown exponentially and has established itself as a distinct field. In contrast, in India, the medical faculty is either bogged down by clinical responsibilities, or is busy with biomedical research. The recent initiatives such as implementation of competency-based medical education (CBME) for medical undergraduates, and push coming from regulatory agencies besides National Education Policy have become game changers. The emerging concept of scholarship, takes in to account all scholarly activities in a fair manner. The scholarship of teaching and learning (SoTL) is helpful in connecting teaching with better patient care outcomes through evidence based approach. It also promotes a community of practice to boost research and publication activities. Finally, there is a need to enlarge the scope of research from treating sick children to promoting total wellbeing, which requires interdisciplinary and interprofessional approach to research. [ABSTRACT FROM AUTHOR]

This paper discusses about the different initiatives taken by the government and the challenges faced by the demand side with regards to financial inclusion in which India is now moving towards full financial inclusion by the year 2020. The author is of the opinion that the demand side i.e. the customer, should be strengthened and made capable, so that they can open a bank account and operate it for saving and investment. If we concentrate on the demand side, full financial inclusion can be definitely achieved. The author also has faith in the fact that the income and education level reservation will help in increasing the financial literacy and financial capability which will indirectly help in reducing poverty. Out of the three stages of financial inclusion initiatives, the first stage i.e. from 2010 - 2013, has been completed. The second stage i.e. from 2013-2016, is in progress now. For strengthening the supply side, the government of India and the Reserve Bank of India have suggested and implemented many measures and initiatives. In the second and third stage (i.e. from 2016 - 2019) attention should be given towards improving the capability of the customers to make them bankable. To achieve this, proper steps should be taken towards education, employment and taxation structure which will help in reducing the gap between the rich and the poor. This will facilitate full financial inclusion. [ABSTRACT FROM AUTHOR]

This paper examines the intimate relationship between pedagogic practices and the education of teachers within the larger contemporary Indian context. The first part of the paper examines this relationship in the light of a neo-liberal economic and social engineering-oriented policy discourse which is centred on concerns of national competitiveness in a globalising world. This has gained momentum in India over the last decade with the increasing engagement of the corporate sector in education, leading to a superficial policy consensus. In practice, the tension between policy imperatives and the lived reality of school education continues. This is further accentuated by an entrenched teacher education discourse and practice that has wrapped itself in dualities, is circumscribed and resistant to meaningful interrogation and challenge. It is argued that classroom pedagogy is being shaped by the culture and social ethos of teacher education as much as the neo-liberal frame within which teachers' work and worth is being viewed and judged. The paper brings to light the tenuous epistemological frame that currently structures the experiences of those preparing to be teachers. It argues for the need to engage with more robust epistemological underpinnings in designing teacher education programmes. [ABSTRACT FROM PUBLISHER]

The Indian higher education system has introduced noticeable changes from time to time for academic development as well as administrative improvement. Autonomy is one of the widely accepted initiatives in education policy and practice in India. Several institutions of higher education have been converted from non-autonomous to autonomous. This conversion has created a big change in the institutions. The individuals' experience during organizational changes is a relevant topic for inquiry and study in the field of organizational development. The purpose of this paper is to present the results of the study on occupational stress due to organizational change among academic faculty of autonomous colleges in Madhya Pradesh, India. The results confirm that there is moderate level of occupational stress due to change in work environment. A comparison of stress levels between the faculty of government and private autonomous colleges and between male and female faculties is also presented. A t-test has been applied to test the hypotheses. The results show that there is no significant difference on stress levels between the faculty of government and private autonomous colleges and between male and female faculties. [ABSTRACT FROM AUTHOR]

We often display our proud feeling of being a citizen of a country that already has played a constructive role in the many aspects of human life - be it ethics - values-morality, social obligations, nature worship, and respect, belief in co-existence, and more so our traditional educational system. Little seems to be visible now in practice; reasons are many. However, the most affected happens to be our educational system, of which we have been a part, that almost is turning up into a disaster because we have a substantial population which is young and zealous, which is devoid of opportunities against their expectations, which is not skilled and trained as the modern work set-up needs, obviously without compromising on ethics, values or morality. Independent India, as we know that post-1947 is almost seven decades and a half old, and still struggling to find a place in World-class education! We have realized quite late that a country's education must suit its own environment and requirements. We borrowed all ideas from the West, did not understand if it would result in the desired output, and implemented it blindly. The other part is more troublesome - the infrastructure being discussed here. Land of Nalanda and Takshshila is bruised on the education front. No major difference exists in Management education. Here too, objectives have been defeated; instead of producing entrepreneurs, we have batch production of managerial 'clerks', a brigade that could not make our Industries self-reliant. Instead, MNCs/TNCs captured the cream for their betterment. This paper tries to identify the incongruence of management education with the emerging corporate or entrepreneurial business requirements and suggests measures that could be undertaken in general and under the light of the draft of the National Education Policy likely to be implemented from 2022 across educational verticals. [ABSTRACT FROM AUTHOR]